"After the arrival of hundreds of thousands refugees since 2015, Europe has been faced with the task to integrate those refugees with a legal title to stay. In main entry countries (Greece, Italy) and major host countries (Germany, Austria, France) there are a number of different educational offers in place which aim at easing refugees and immigrants’ pathways to integration into the labour market and society in large. They aim at increasing the competence of refugees and immigrants to integrate into the European host societies. However, there is no common, precise and operational definition of this ""integration competence"". Neither is the effectiveness of integration programmes measured or their impact on individual integration competence assessed.This was the starting point of VIC: The VIC consortium analysed the varying objectives of integration programmes across Europe in order to distil from them an operational working definition of “integration competence”. Due to the heterogeneity of educational offers and a lack of a description of their learning outcomes and aspired competences, it was difficult to derive a common definition, though. Thus, the consortium began its development programme with an explanatory approach to what integration means: integration is understood as a two-way process and can best be summarised as ""learning to live together in a diverse society"". This guided the further development and defined the ""integration competence"".The VIC partners identified a set of 14 competences needed to live together peacefully in diverse societies. These are among others: networking, communication, intercultural competences, flexibility, social engagement, critical thinking, reliability, etc. Building on solid and valuable experience gained with a scientifically developed competence validation methodology called LEVEL5 the VIC partners developed a competence framework consisting of reference systems for each of the sub-competences. The reference systems are based on a three-dimensional model which maps the development of:•Knowledge (-> cognitions)•Skills (-> actions) and•Attitudes (-> emotions and values)along five quality levels – from beginner to competent expert.Based on the competence framework the consortium established a competence oriented learning and validation approach for integration competences. This comprises an approach which does not only convey knowledge but also considers capabilities and attitudes as other competence dimensions in the learning offers and takes on board the principles of constructive, activity related and practical learning.Partners developed a training course aimed to support educators to plan, deliver and evaluate innovative integration learning activities and eventually to validate the integration competences developed in these learning offers. The course consists of four modules:M1 – Introduction to the VIC approach: context, challenges, current policy and approachesM2 – Competence oriented learning and validation, competence framework, introduction to LEVEL5M3 – Planning and delivering integration learning activities based on the VIC approachM4 – Competence validationThe modules are accessible via the VIC Moodle platform and are available in all partner languages + English.During the piloting phase (12/18-06/19), the course was tested by all partners involving 90 adult educators and 200 refugees. The adult educators implemented concrete learning projects in their training programmes to apply their newly acquired knowledge into practice. Competences of both trainers and learners were validated by means of LEVEL5.Feedback showed that a majority of educators had never before validated integration competences. They reported that it made a valuable contribution to the self-assessment and further individual competence development of their learners and helped them to reflect on their competences in terms of integrating into the society and being an active citizen. In a nutshell, the main outputs are:-A competence framework, defining “integration competence” and tailoring the LEVEL5 system to the promotion and validation of that competence-A blended learning course for adult educators -A feasibility and impact report highlighting the experiences gained in implementing VIC-Case studies demonstrating how integration competence can concretely be enhanced and validated with the VIC approach-An assessment methodology which makes the impact of educational programmes visible In general, through VIC refugees receive more systematic and more targeted support of their integration competence development, and a certification which may help in the labour market on the one hand, and boost their confidence and motivation for integration, on the other hand.The partners have implemented the VIC outputs in their work and have a vivid interest in continuing the European collaboration in future project and common activities."

CONTEXTThe update of EU VET strategy is of utmost importance in order to ensure the implementation of the 1st principle of the European Pillar of Social Rights which says that “Everyone has the right to quality and inclusive education, training and life-long learning”. In this regard, VT Umbrella Organizations (EVBB / EVTA) believe that they should take action, creating the knowledge depository needed with e-learning modules, training methodologies and techniques, available to all -especially the regional, local and smaller VET providers, who do not have the opportunity to adjust to the new e-learning environment.Within this context, STEP 3 is an answer to the challenges related to the rapid transition to new forms of e-training in the VET environment. The 30 new training modules developed during are going to support the digital upskilling of VET trainers/teachers and tutors. The digital upskilling is going to be made within the DigiComp Framework (DigiComp2), covering all 5 areas of the Framework, namely: 1. Information and Data Literacy (VET Teachers / trainers) - 5 modules 2. Communication and collaboration (all target groups) - 8 modules 3. Creation of Digital Content (all target groups) - 7 modules 4. Safety (VET Teachers / trainers and Tutors) - 5 modules 5. Problem solving in digital environments (all target groups) - 5 modulesOBJECTIVES The following Objectives (O) are being adressed in the Project:O1: Reinforce the ability of VET providers to provide high quality, inclusive digital education.O2: Provide new upskilling OER (30 in total) for VET Teachers, Trainers.O3: Building capacity to VET providers to implement online, blended and distance teaching and learning O4: Develop high quality digital content, promoting innovative methods and tools for e-teaching and e-learning for the members of the two VET Umbrella Organizations and available for all O5: Promote and deliver networking opportunities among VET providers , achieved through the participation of the two largest VET Umbrella Organizations that team together (EVBB and EVTA)O6: Development of tailor made solutions adaptable at a Regional/Local levelPARTICIPANTS 1. VET providers particularly the smaller ones (regional or local level) who are going to have access to state of the art and tailored e-training modules, that they would otherwise not be able to develop. 2. VET teachers and trainers who are going to acquire better digital competences 3. VET Tutors and career counsellors, who will have access to ready to use software and e-modules in the form of OER 4. VET learners who are going to have a better learning experience in an e-environment.ACTIVITIES - METHODOLOGYIn STEP 3, based on the Needs Analysis and the identification of the Project Objectives and Results to be achieved, we have prepared a coherent project implementation plan, that includes: • 3 Intellectual Outputs, • 1 Joint Staff Training Event • 4 Transnational Meetings, including the Kick-Off Meeting • 6Multiplier Events, including a final ConferenceRESULTS - IMPACT The following results (R) and Impact are going to be achieved during and after the STEP 3 project is going to include: • Better understanding of the actual needs of VET Teachers and Trainers (including the VET Institutions they are representing) since EVBB and EVTA in total have more than 100 VET Institutions as members, from 34 different EU countries • Easier access to training modules for the upskilling of the digital skills and competences of Teachers and Trainers. • Better quality of learning content, complying the desing of the OER with DigiComp, the EU Framework for Digital Competences. • Increase of the learning experience for the VET learners, who are going to enjoy a better e-learning environment and better training solutions / techniques that will help them to be more competent in their professional life. • Increase of the accessibility to the OER through the large networking potentials emerging from the collaboration of two of the main VET Umbrella Organizations (EVBB and EVTA)LONG TERM BENEFITSThe project outcomes (30 training modules) are going to be included in the EVBB/EVTA depositories, awailable for the long-term to their membres and open to be accessed by all interested stakeholders. At the same time the VET teachers/trainers/mentors digital upskilling needs Analysis implemented under IO1 is going to serve as a reference point to other EU Institutions, including CEDEFOP and ETF.

<< Objectives >>Overall Objective: to strengthen European cooperation for the recognition of competencesSpecific objective: To create a common strategy for the recognition and validation of transversal/soft skills through micro-credentialsResults:Promoted the cooperation between different institutions and local stakeholdersIdentified new professional figures able to guide, accompany and motivate people with fewer opportunitiesCreated a common strategy for the recognition of micro-credentials among partners<< Implementation >>Activities implemented during the project will be:Strategic Coordination and managementReporting to the Donor (administrative tasks)Contract and legal managementProject ManualTransnational project meetingsMapping of opportunitiesDefinition of common strategy for the recognition of micro-credentialsRound tablesMemorandum of understandingConsortium agreementTraining path for tutorsTraining of tutorsStudy visitsTest of the methodCommunication and disseminationMultiplier events<< Results >>Results of the project will be:Promoted the cooperation between different institutions and local stakeholdersIdentified new professional figures able to guide, accompany and motivate people with fewer opportunities in continuous training coursesCreated a common strategy for the recognition of micro-credentials among project partners

CONTEXT - BACKGROUND This project is focused on the design, testing and integration of QA methods and tools that consistently enhance the quality of e-learning in the VET environment, in various combinations of technology-supported Trainings. The e-learning delivery during the first wave of the pandemic has shown that the extent to which technology is integrated in the operation of a VET Provider and the design and delivery of e-learning solutions is dependent on the size and previous experience of each Provider, creating inequalities between the large and regional/local VET Providers. Other dependencies that affect the design and delivery of VET e-learning courses include the Subject (Profession) of the Training, the preferred style of teaching and the VET teacher's skills and competences, creating a situation where different VET Providers offer a different learning experience for the same subject, creating confusion to the learners, affecting the image of VET, since they learners are not sure whether they are acquiring the same level of skills and competences as in the physical face to face learning environment. On the other hand, methods, tools and system model for the quality assurance in the design and delivery of e-learning have been developed for HEIs who have a long-standing experience in distance learning, while the VET System lacks of such supporting mechanisms. EQAVET, a detailed framework for quality assurance in VET, is only covering the design and delivery of physical face2face trainings and not the transformation needed for delivering the same VET learning experience online. OBJECTIVESWithin this context, a number of activities, procedures and steps, affecting -directly or indirectly- the quality assurance of the design and delivery of Vocational e-learning, are being included in the PERCEIVE Project. Our approach covers not only the training provision process, but all related fields, such as legislation, financing, organization and management of e-learning, technical solutions needed, upskilling of human resources, including VET Teaching and other VET Staff.Hence, the objectives of the project include:1. To propose a process-oriented lifecycle model for ensuring quality in e-learning development and delivery.2. The development of a QA Certification that is going ensure that specific quality criteria are being applied in the design or delivery of e-learning solutions. 3. The delivery of Training Material for VET Professionals supporting the adaptation of the QA Framework in their operation. NUMBER AND PROFILE OF PARTICIPANTS • VET providers who wish to design and deliver e-learning programs / curricula, assuring the quality of the delivered Trainings • VET Leaders who are going to receive QA certification for their e-learning programs / curricula • VET teachers who are going to deliver better online teachings, with training solutions that are in compliance to the new VET e-larning QA Framework • VET learners, who are going to participate in better Vocational e-learning programs, resulting to their upskilling and to better employment opportunities in the post-covid labor marketMAIN ACTIVITIES • 3 IOs and 15 Activities in total are foreseen, while a JST is going to provide a realistic testing of the QA Framework, its functions and processes. • 4 Transnational Meetings (the first virtual) • 5 Multiplier Events • 1 Consultation with stakeholdersRESULTS • One (1) QA Framework (available online as an interactive resource) covering the design and delivery of e-learning in VET is going to be developed and introduced to the VET System • One (1) Certification of Quality for VET e-learning programs is going to be introduced • Fifteen (15) e-learning Courses are going to be subject of QA, using the new Framework • Fifteen (15) VET e-learning course Quality Certificates are going to be awarded • Five (5) e-tools related to the adaptation of the QA Framework in the VET system are going to be developed and made available for download or accessed online. • One (1) consultation with representative stakeholders, taking the form of an Expert Panel is going to be organized (to review and finalize the QA Model) • Training material (8 modules) for VET Professionals, including VET Teachers, upskilling them in regards to QA in the design and delivery of VET e-learning courses, is going to be made available on-line in the form of OER.IMPACT - LONG TERM BENEFITSThe design and delivery of the VET e-learning QA Framework, accompanied by a relevant Certification are expected to create a systemic Impact in VET, since the two main VET Umbrella Associations are going to adapt it and present it to their Members (VET Providers). The creation of a Quality Label is going to increase the acceptance of VET as a first choice, enhancing the wider acceptance of the quality of the VET e-learning programs, which is vital in the covid/post-covid era.

"The ET 2020 report “New priorities for European cooperation in education and training” affirms that significant and high quality learning requires ""strong support for teachers, trainers, school leaders and staff who have a key role in ensuring the educational success of learners and in the implementation of educational policies "", together with the need to facilitate learning mobility at all levels. VET institutions need to ensure that their trainers and operators can benefit of a qualitative and sustainable training system to guarantee the excellence in training provision. In the last years, EVTA has been focusing on promoting high quality and excellence in VET provision, working with training centres belonging to member organisations of its network to increase the engagement of trainers, professionals and staff by offering them a systematic framework for their qualitative continous professional development. This strategy led to:- the development of the idea of VET Centres of Excellence (VCEs) (http://www.evtaql.eu/), a place where professionally effective, socially relevant, methodologically advanced VET services take place systematically;- the creation of a Network of VET Centres of Excellence (http://www.evtaql.eu/centres-of-excellence-2/), made up of training centres identified within the EVTA and EVBB networks and selected through specific activities;- the publication of a Catalogue of VET Centres of Excellence, an online tool including study visit programmes for VET trainers and operators proposed by VCEs with a structure of seminars, in-company visits, discovery of the excellences in the territory (http://www.evtaql.eu/catalogue/), developed following the idea of CEDEFOP study visit programmes and Go&Learn initiative (http://www.goandlearn.eu/goandlearn/).The project ""European Trainers' Training for Excellence"" intends to reach VET trainers and staff to increase quality and innovation in VET based on the propagation of the VCEs model and the quality and excellence principles all over Europe. The project will pursue the following specific objectives:1. Promoting professional development of VET trainers and operators through the participation to joint staff training events aimed to discover the VCEs and to pilot their training programmes;2. Promoting the exchange of good practices between VCEs to foster transnational partnerships;3. Consolidating and enlarging the VCEs network including new centres and training proposals.The activities will be carried out around the development of Joint Staff Training events, aimed to pilot training circuits proposed by VET institutions and published in the online VCEs Catalogue (http://www.evtaql.eu/catalogue/). During transnational meetings (TMs), the partners will choose 4 training circuits to be visited and tested during joint staff training events (JSTs). Feedback from participants will allow to draft an advice report including an overall evaluation of the initiative as well as suggestions for further improvements to the training circuits already included in the Catalogue and a sample for new circuits from new organisations.Participants to the project are VET practitioners at all level belonging to member organisations of the EVTA network. The consortium counts on 9 partners from 6 EU countries, which are public organisations, private companies, no-profit association and social partners working in the field of VET at different level. The Steering Committee group will be composed by one training coordinator for each partner and responsible for the implementation of the activities, especially for the organization of TMs, JSTs and related preliminary activities. Piloting trainings will be attended by a group of 55 participants among VET trainers and staff of each partner, carefully selected by each partner according to the coherence between their profiles and the proposed training, and to linguistic competences.The project will result in a strengthened relationship between the training centers coordinators of organizations involved in the VCEs network and in its enlargement to new members. Moreover, thanks to the development of pilotings, a first group of VET practitioners will be trained on Quality and Excellence in VET and training circuits in the Catalogue will be generally improved thanks to the results of the feedback analysis.The project will have an impact not only on the organisations and their employees directly involved in the activities, but also on their colleagues in their training centres and of organisations outside the VCEs networks, thanks to the multiplier effect played by the partners. The link between the project aims and the mission of the partner organisation, as well as the enlargement of the VCEs network to new member will ensure the sustainability of the project. Moreover, the training offer promoted through the VCEs Catalogue will be always guaranteed as excellent, being quality at the core of this project."